A Bakhtinian Perspective on Learning With Dialogic Mathematics Videos

• In Event: Student Mathematics Learning Pre-K–12

Abstract

Interest has increased in alternative models of online videos, especially in the wake of the COVID-19 pandemic. A small body of interdisciplinary research has investigated the effectiveness of videos that feature dialogue, but few studies have explored how other students viewing dialogic videos (called vicarious learners) grow in their understanding. The purpose of our study is to investigate the dialogic processes involved as vicarious learners develop mathematical meaning. We employed a Bakhtinian perspective to analyze the learning of a pair of Grade 9 students who engaged over time with dialogic videos on algebraic reasoning. The results focus on the ventriloquation of voices from the videos through a progression of repetition, resistance, and adaptation into a personal narrative.

Authors

• Michael Foster

• Joanne Lobato, San Diego State University

• John Gruver, Michigan Technological University